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The Faculty of Arts and Science has received funding to create a multi-university language network for course sharing and student mobility that offers a new framework for maintaining and strengthening robust language programs. The funding is provided through the program, which supports the development and implementation of learner-centric policies, practices, and pathways across multiple postsecondary institutions.

Language acquisition programs in Ontario are facing significant challenges with many universities experiencing lower and more uneven student demand in individual courses.

The collaborative language network responds directly to this context by working to allow partner universities to share courses and expertise, expanding student access while maintaining academic quality and program viability.

Historically, universities offered comprehensive language acquisition programs—from introductory to advanced levels—across a wide range of languages. These programs reflected student interest when fluency was pursued primarily for academic interest and cultural engagement. However, student interests have shifted over the past decade towards professional development goals that typically favor introductory courses and less uptake of advanced training. These trends create challenges for sustaining a full range of language offerings within a single institution.  

Led by Queen’s University, the project will develop and pilot a collaborative course-sharing model for undergraduate language learning across 10 Ontario universities. It will build a common competency framework for language programs, develop curriculum maps, select appropriate pedagogical tools for remote course delivery, and develop the institutional agreements needed to support student learning while ensuring institutional participation is sustainable long term.

“Undergraduate language programs in Ontario face urgent challenges,” says Bill Nelson, Associate Dean, (Teaching and Learning). “Historically, universities offered comprehensive language acquisition pathways from first year to fourth year. But the drop in student interest at Queen’s has meant the slow loss of upper year programming causing real risk to our language programs.”

Alongside Queen’s, partner universities include Carleton University, McMaster University, Trent University, University of Waterloo, Western University, York University, University of Toronto, University of Guelph, and the University of Ottawa.

“Collaborating with these partner universities offers the only hope the sector has for maintaining the breadth and depth in language programming required for students to achieve fluency. With the network, students who come to any of these universities will have access to far more programming that could be maintained at a single institution,” Dr. Nelson says.

The funding will support the initial work to bring a consistent framework for the delivery of courses. This includes creating a common competency framework, planning the registration roll out, making decisions on academic integrity and aligning important frameworks.

“This initiative is being shaped by language faculty across our partner universities, with students at the centre of the design,” says Gavan Watson, Vice-Provost (Teaching and Learning), “By building shared academic frameworks and common learning outcomes together, we are strengthening language programs and expanding opportunities for students to pursue sustained language study across institutions while preserving academic quality and institutional responsibility.”

Learn more about the funding on the .